The Greek Alphabet Content Area: Primary: Visual Arts Secondary: Language Arts Grades: K-4

Task Description:

Students will explore the Greek Alphabet while creating a small sketchbook that represents themselves. Each student will learn their own name in Ancient Greek and incorporate it into the cover of their sketchbook/notebook. They will be informed on the Greek alphabet and its history and how it compares even to the English alphabet.

Background or Instructional Context/Curriculum Connections:

The primary content of this lesson is Visual Arts, but the lesson also incorporates other interdisciplinary aspects such as social studies and language arts. The lesson could be adapted to satisfy those standards. Students will learn about and participate in the Greek alphabet and culture. They will then discover their name in Ancient Greek. The Attachments to this Lesson Include: • Matching Worksheet • Power Point • Rubric

Objectives: The student will: 1. Be introduced to the Greek alphabet and how it compares to our current day alphabet. (Nat. Standard: III.A, IV.A) Assessment: Teacher Observation. 2. Choose from a variety of sketches they made for a design for the cover of their book they will create and plan what materials they will use. (Nat. Standard: I.A, III.A) Assessment: Teacher Observation and Rubric 3. Safely create a sketchbook or notebook that portrays their personalities and also the Greek alphabet. (Nat. Standard: I.A, I.B, I.C, I.D, II.C, III.B, IV.C) Assessment: Rubric 4. Present their book to the class and explain why they choose their design. (Nat. Standard: II.B, III.A, IV.A, IV.B, V.A, V.B, V.C) Assessment: Teacher Observation and Rubric

Time:

(45 minute class periods) • 1 class to introduce Greek alphabet lesson and learn how to write the students name in Greek • 1 class for each student to create their book

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Materials and Tools: To give students more options to choose from or for the teacher to choose to provide, a wide variety of materials could be used. Below is a list of materials that you will most likely need: • Thin Cardboard (Cover option) • Foam Board (Cover option) • Markers • Glue • Paints- Tempera, Spray Paint, and Acrylic • Rulers • Hole Puncher • Ribbon (Binding or decoration option) • String (Binding or decoration option) • Color Pencils • Computer Paper Visuals and Resources: Greek Alphabet Translator: http://en.wikipedia.org/wiki/Transliteration_of_Greek_to_the_Latin_Alphabet Ashes 2 Art website: www.coastal.edu/ashes2art Journal Making Assistence: http://curiouslycrafty.wordpress.com/tutorials/

Goals: I.

Understanding and Applying Media, Techniques, and Processes

II.

Using knowledge of Structures and Functions

III.

Choosing and Evaluating a Range of Subject Matter, Symbols, and Ideas

IV.

Understanding the Visual Arts in Relation to History and Cultures

V.

Reflecting upon and assessing the characteristics and merits of their work and the work of others

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National Standards: I. Understanding and applying media techniques and processes: A. Students know the differences between materials, techniques, and processes C. Students use different media, techniques, and processes to communicate ideas, experiences, and stories D. Students use art materials and tools in a safe and responsible manner II. Using knowledge of structures and functions: B. Students describe how different expressive features and organizational principles cause different responses C. Students use visual structures and functions of art to communicate ideas III. Choosing and evaluating a range of subject matter, symbols, and ideas: A. Students explore and understand prospective content for works of art B. Students select and use subject matter, symbols, and ideas to communicate meaning IV. Understanding the visual arts in relation to history and cultures: A. Students know that the visual arts have both a history and specific relationships to various cultures B. Students identify specific works of art as belonging to particular cultures, times, and places C. Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art V. Reflecting upon and assessing the characteristics and merits of their work and the work of others: A. Students understand there are various purposes for creating works of visual art B. Students describe how people’s experiences influence the development of specific artworks C. Students understand there are different responses to specific artworks

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Procedures: 1. Introduce students to the alphabet and discuss it in relation to the Greek alphabet. (Introduce the Greek alphabet power point) 2. Show the Greek alphabet chart to students and see if they can figure out how to translate their name into Greek letters. 3. Once they have their name in Greek have them sketch cover ideas for their sketch book or notebook that represents their personalities. 4. After discussing with the students about their cover design, discuss materials and demonstrate how they will be creating their very own book. 5. Have the students complete their own sketchbook/notebook with the cover that they designed. 6. Students should present their book and describe their cover.

Rubric: Participation

Planning

Visual

Visual Connection

0 The student did not interact or pay attention in the presentation.

1 The student showed little interest in the presentation.

2 The student showed interest in the presentation.

Some attempt was made by the student discussing their plan. No attempt was The visual was not made to create a well crafted and/or visual project. did not pertain to the presentation’s content. The students makes The student’s no attempt to relate presentation is not the work verbally. relevant to the historical and artistic context.

More effort was put into sketching and planning.

The student made no attempt to plan their book.

The Greek Alphabet | http://www.coastal.edu/ashes2art

The visual was well prepared/crafted, and moderately accompanied the presentation’s content. The student’s presention shows some understanding and moderate relevance to the historical and artistic context.

3 The student showed interest and asked and responded to questions to the presentation. Very well planned multiple sketches and thought is evident. The visual was well prepared/crafted, closely accompanied the presentation’s content. The student’s presentation shows understanding and is relevant to the historical and artistic context.

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Delphi

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Delphi

The Greek Alphabet | http://www.coastal.edu/ashes2art

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